Educational and sociological scholars frequently debate how racial dynamics between neighborhoods and their public schools can maintain or exacerbate educational inequality. Drawing on secondary data from the Georgia Department of Education, 2000 Census Bureau, and attendance boundaries for metro Atlanta public high schools, this study investigates the following: To what degree do Atlanta-area racial and ethnic segregation patterns in public secondary schools reflect those in residential catchment areas? I find that in areas with the greatest racial heterogeneity and the greatest potential for diversity in educational settings, the public schools least reflect the racial composition of the neighborhoods. These results can inform policy makers and administrators on neighborhood and school-level factors which have implications for minimizing ethnoracial differences in education. (Contains 1 table, 5 figures, and 4 notes.)